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Difficulty in Learning to Count or Effect of Short-term Memory Deficiency in Mathematical Abilities

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Year:
2015
Type of Publication:
Article
Keywords:
Down syndrome, Utrecht Early Numeracy Test, Counting Skills, Short-term Memory
Authors:
  • Charitaki, Garyfalia
  • Baralis, George
  • Polychronopoulou, Stavroula
  • Lappas, Dionyssios
  • Soulis, Spyridon-Georgios
Journal:
IJIRES
Volume:
2
Number:
2
Pages:
60-62
Month:
March
ISSN:
2349-5219
BibTex:
Note:
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/
Abstract:
Many researchers have highlighted the fact that students with Down’s syndrome face great difficulty in counting. Rynders et al11 report that not only the misinformation but also the lack of information about the educational potential of children with Down’s syndrome have led school teachers, psychologists and other school personnel to have low educational expectations of these children. One of the main objectives, set in the context of this study, is to investigate the effect of deficiency of short-term memory in acquisition of enumeration skills and discuss the results in terms of their implications for educational placement and curriculum

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